2020 schools survey: slp workforce and work conditions

SLP Workforce and Work Conditions

For additional information, please contact

Jeanette Janota, Surveys and Analysis

American Speech-Language-Hearing Association

Rockville, MD 20850

800-498-2071, ext. 8738

[email protected]

mailto:[email protected]

ASHA Schools Survey 2020: SLP Workforce and Work Conditions Report

ii

Contents Executive Summary .................................................................................................................... 1

Employment ................................................................................................................................ 2 Full Time/Part Time ......................................................................................................... 2 Salaried and Contract Employees ................................................................................... 2 ASHA’s Performance .................................................................................................................. 3 Opportunities .............................................................................................................................. 4 Predictor Variables .......................................................................................................... 4 Challenges .................................................................................................................................. 5 Geographic Area ............................................................................................................. 7 Population Size ............................................................................................................... 7 Years of Experience in the Schools ................................................................................. 7 Years of Experience in the Profession ............................................................................. 7 Ethics Challenges ....................................................................................................................... 8 Code of Ethics............................................................................................................................. 8 Survey Notes and Methodology .................................................................................................. 9 Response Rate ................................................................................................................ 9 Reports ............................................................................................................................ 9 Suggested Citation ...................................................................................................................... 9 Supplemental Resources .......................................................................................................... 10 Additional Information ............................................................................................................... 10 Thank You ................................................................................................................................ 10 Appendices Appendix A: State Listings ............................................................................................. 11 Appendix B: Greatest Opportunities .............................................................................. 13 Table B1: Greatest Opportunities, by Facility Type ........................................................ 14 Table B2: Greatest Opportunities, by Geographic Area ................................................. 16 Appendix C: Greatest Challenges .................................................................................. 17 Table C1: Greatest Challenges, by Facility Type ........................................................... 18 Table C2: Greatest Challenges, by Geographic Area .................................................... 23 Table C3: Greatest Challenges, by Population Size ...................................................... 25 Table C4: Greatest Challenges, by Years of Experience in the Schools ........................ 27 Table C5: Greatest Challenges, by Years of Experience in the Profession .................... 29

Figure

Figure 1: Employed Full Time or Part Time ..................................................................... 2


iii

Tables

Table 1: How Well ASHA Serves School-Based Members .............................................. 3 Table 2: How Well ASHA Serves School-Based Members, by Five Predictors ................ 3 Table 3: Rank Order of Opportunities as a School-Based SLP, by Facility Type ............. 4 Table 4: Rank Order of Challenges as a School-Based SLP, by Facility Type ................. 5 Table 5: Challenges Facing School-Based SLPs, by Four Predictors .............................. 6 Table 6: Ethical Challenges Facing School-Based SLPs, by Four Predictors .................. 8


1

Executive Summary

In Spring 2020, the American Speech-Language-Hearing Association (ASHA)

conducted a survey of speech-language pathologists (SLPs) and educational

audiologists in school settings. The survey was designed to provide information

about school-based service delivery and to update and expand information

gathered during previous Schools Surveys.

The results are presented in a series of reports. This workforce and work

conditions report is based on responses from SLPs in special day/residential

schools, preschools, elementary schools, secondary schools, and combined

school settings.

Overall Findings

86% worked full time.

88% were salaried.

61% said ASHA was doing an excellent or good job in

serving its school-based members overall.

Following a school schedule was the highest ranked of

eight opportunities, overall, but this varied by type of

facility.

Large amount of paperwork was the highest ranked of

19 challenges in every type of facility.

Area of the country, population size, years of

experience in the schools, and years of experience in

the profession affected responses to 17 of the

challenges.

63% identified lack of time to ensure the delivery of

quality services to my students as an ethical challenge

during the last 3 years.

Among the SLPs who had referred to, or relied on, the

ASHA Code of Ethics in the past 12 months, the

median number of times was 2 and the mean was 3.


2

Employment

Full Time/ Part Time

Salaried and Contract Employees

Of the SLPs in the survey who were employed, 86% reported that they worked

full time. The type of facility where they were employed had no effect on

whether they worked full- or part time (p = .413; see Figure 1).

0% 50% 100%

Total

Combination

Secondary

Elementary

Preschool

Day

Figure 1: Employed Full Time or Part Time

Full time

Part time

Note. n = 1,720.

Of the SLPs who were employed either full time or part time,

• 88% were salaried,

• 11% were contractors, and

• 1% were self employed.


3

ASHA’s Performance

When asked what kind of job the Association was doing, overall, in serving its

school-based members, 11% of the SLPs said excellent, 50% said good, 24% said

fair, 6% said poor, and 9% had no opinion (see Table 1).

Table 1: How Well ASHA Serves School-Based Members

Response Excellent Good Fair Poor

Don’t

Know,

NA

Overall needs 11% 50% 24% 6% 9%

Advocacy 10% 38% 27% 11% 14%

Answering school-

based practice

questions

17% 51% 18% 3% 11%

Continuing education 27% 49% 16% 3% 6%

Resources 22% 50% 19% 2% 6%

Note. n ≥ 1,736.

Type of school, area of the country, population size, years of experience in the

schools, and years of experience in the profession had an effect on the responses

of SLPs to how well ASHA was serving school-based members, with geographic

area and experience having an effect on responses to every item on the list (see

Table 2).

Table 2: How Well ASHA Serves School-Based Members, by Five Predictors

Response School

Type

Geographic

Area Population

Size

Years:

Schools

Years:

Profession

Overall needs ** ** *

Advocacy * *** *** ***

Answering school-

based practice

questions

* ** **

Continuing education * ** * *

Resources * * *** *

Note. *p < .05. **p < .01. ***p = .000.


4

Opportuni-ties

Clinical service providers were asked to select which of eight potential

opportunities applied to them as school-based SLPs. The highest ranked

opportunity varied by the type of facility where they were employed and included

following a school schedule, developing a range of speech-language skills,

working with children and families, collaborating with teachers and specialized

instructional support personnel (SISP), and impacting students with complex

communication needs (see Table 3 and Appendix Table B1).

Table 3: Rank Order of Opportunities as a School-Based SLP, by Facility Type

Opportunity Total (n = 1,497)

Day (n ≥ 50)

Pre-

school (n ≥ 168)

Elemen-

tary (n ≥ 930)

Secon-

dary (n ≥ 208)

Combi-

nation (n ≥ 110)

Follow a school schedule** 1 3 4 2 1 5

Develop a range of

speech-language skills*** 2 5 2 1 4 4

Work with children and

families*** 3 4 1 3 5 1

Collaborate with teachers

and specialized

instructional support

personnel (SISP)

4 1 5 4 2 2

Impact students with

complex communication

needs**

5 1 3 5 3 3

Address academic skills

(e.g., literacy)*** 6 8 8 6 6 6

Use flexible service

delivery options** 7 6 6 7 8 7

Receive adequate salary

and benefits*** 8 7 7 8 7 8

Note. SLP = speech-language pathologist. *p < .05. **p < .01. ***p = .000.

Predictor Variables

The type of school where SLPs were employed was related to seven of the

opportunities (see Appendix Table B1), and geographic area was related to four

of them (see Appendix Table B2).

Population density was related to two areas of opportunity: impact students with

complex communication needs (p = .020) and receive adequate salary and

benefits (p = .010; not shown in any table).

Years of experience in the schools was related to four opportunities, and years of

experience in the profession was related to five of them (not shown in any table).


5

Challenges Clinical service providers selected the challenges that they faced from a list of 19

challenges. Large amount of paperwork ranked as the greatest challenge in every

type of facility. The type of facility was related to responses for seven of the

challenges (see Table 4 and Appendix Table C1).

Table 4: Rank Order of Challenges as a School-Based SLP, by Facility Type

Response Total (n = 1,497)

Day (n ≥ 50)

Pre-

school (n ≥ 168)

Elemen-

tary (n ≥ 930)

Secon-

dary (n ≥ 208)

Combi-

nation (n ≥ 110)

Large amount of paperwork 1 1 1 1 1 1

High workload/caseload

size** 2 5 2 2 3 2

Volume of meetings*** 3 9 9 3 2 5

Limited time for

collaboration 4 2 5 4 5 3

Limited family/caregiver

involvement and support 5 3 6 5 7 4

Limited understanding of

my role by others** 6 10 11 6 4 8

Incorporating optimal

service delivery models 7 5 4 7 6 10

Medicaid billing*** 8 13 14 8 8 13

Out-of-pocket professional

expenses 9 10 7 9 9 6

Budget constraints 10 7 7 10 9 10

Lack of funding to attend

professional development

programs

11 7 10 12 9 13

Low salary 12 10 12 10 13 9

Inadequate work space and

facilities*** 13 4 3 13 12 6

Personnel shortage 14 14 15 14 16 12

Limited support from the

administration 15 16 13 16 13 15

Lack of training to work

with specific disorders or

special populations

16 17 16 15 15 17

Legal challenges (e.g., due

process) 17 17 18 17 17 19

Ethical challenges* 18 14 19 18 18 18

Travel/distance between

schools* 19 17 17 19 19 16



6

Area of the country, population size, years of experience in the schools, and years

of experience in the profession affected responses to 17 of the challenges (see

Table 5 and Appendix Tables C2, C3, C4, and C5).

Table 5: Challenges Facing School-Based SLPs, by Four Predictors

Response Geographic

Area

Population

Size

Years:

Schools

Years:

Profession

Budget constraints *

Ethical challenges * *

High workload/caseload

size ***

Inadequate work space

and facilities ** *

Incorporating optimal

service delivery models



programs

*

Lack of training to work

with specific disorders or

special populations

** ***

Large amount of

paperwork

Legal challenges *** *** ** ***


involvement and support * *** ** ***


administration ** * **

Limited time for

collaboration **

Limited understanding of

my role by others * *** ***

Low salary *** * *** ***

Medicaid billing *** * ** *

Out-of-pocket

professional expenses * **

Personnel shortage *** * *


schools *** * *

Volume of meetings *** *



7

Geographic Area

Population Size

Years of Experience in the Schools

Years of Experience in the Profession

Area of the country was related to 12 challenges: ethical challenges, high

workload/caseload size, inadequate work space and facilities, lack of funding to

attend professional development programs, legal challenges, limited

family/caregiver involvement and support, limited support from the

administration, limited time for collaboration, low salary, Medicaid billing,

personnel shortage, and volume of meetings (see Table 5 and Appendix

Table C2).

Population size was significantly related to eight challenges: budget constraints,

legal challenges, limited family/caregiver involvement and support, limited

understanding of my role by others, low salary, Medicaid billing, personnel

shortage, and travel/distance between schools (see Table 5 and Appendix

Table C3).

Years of experience in the schools affected responses to 10 challenges: ethical

challenges, lack of training to work with specific disorders or special

populations, legal challenges, limited family/caregiver involvement and support,

limited support from the administration, limited understanding of my role by

others, low salary, Medicaid billing, out-of-pocket professional expenses, and

travel/distance between schools (see Table 5 and Appendix Table C4).

Years of experience in the profession affected responses to 12 challenges:

inadequate work space and facilities, lack of training to work with specific

disorders or special populations, legal challenges, limited family/caregiver

involvement and support, limited support from the administration, limited

understanding of my role by others, low salary, Medicaid billing, out-of-pocket

professional expenses, personnel shortage, travel/distance between schools, and

volume of meetings (see Table 5 and Appendix Table C5).


8

Ethics Challenges

All of the SLPs were asked to identify which of five issues had presented them

with significant ethical challenges during the last 3 years.

• 63% identified lack of time to ensure the delivery of quality services to

my students as an issue.

• 29% selected complying with administrative and regulatory mandates.

• 13% selected dealing with impaired practitioners in our profession.

• 9% identified lack of confidentiality and privacy of student files and

records as a challenge.

• 3% chose employer pressure to alter documentation for billing and/or

reimbursement. Responses varied by type of facility, from 1% in

secondary schools, to 2% in elementary schools, to 3% in preschools, to

7% in special day/residential schools and in combination of school

settings (p = .002).

Area of the country, population size, years of experience in the schools, and years

of experience in the profession affected responses to three ethical challenges (see

Table 6).

Table 6: Ethical Challenges Facing School-Based SLPs, by Four Predictors

Response Geographic

Area

Population

Size

Years:

Schools

Years:

Profession

Complying with

administrative and

regulatory mandates

** ***

Dealing with impaired

practitioners in our

profession

** * ** **

Employer pressure to alter

documentation for billing

and/or reimbursement

Lack of confidentiality

and privacy of student

files and records

Lack of time to ensure the

delivery of quality

services to my students

* *** ***


Code of Ethics

Respondents were asked how many times they had referred to, or relied on, the

ASHA Code of Ethics in the past 12 months. When responses of 0 were included

in the analyses, the median number of times was 0 and the average (mean) was 1

(n = 1,692). When responses of 0 were excluded, the median number of times

was 2 and the average (mean) was 3 (n = 757). Neither the type of facility where

they were employed nor their job function had an effect on their responses

(p > .05).


9

Survey Notes and Methodology

Response Rate

Reports

SuggestedCitation

Since 2004, ASHA has fielded the Schools Survey in even-numbered years to

gather information of interest to the professions. Members, volunteer leaders, and

staff rely on data from the Schools Survey to better understand the priorities and

needs of SLPs and educational audiologists.

Results from the 2020 Schools Survey are presented in a series of reports for

SLPs:

SLP Caseload and Workload Characteristics

SLP Workforce and Work Conditions

SLP Annual Salaries and Hourly Wages

Survey Summary Report: Numbers and Types of Responses, SLPs

Survey Methodology, Respondent Demographics, and Glossary, SLPs

Results from the educational audiologists are presented in a separate report:

Survey Summary Report: Numbers and Types of Responses, Educational

Audiologists.

American Speech-Language-Hearing Association. (2020). 2020 Schools Survey

report: SLP workforce and work conditions. www.asha.org/Research/memberdata/Schools-Survey/

The survey was fielded on February 10, 2020, to a random sample of 4,500 ASHA-certified SLPs and 500 ASHA-certified audiologists who were employed in school settings in the United States. Everyone received an electronic “be-on-the-lookout-for” message 2 days later, and a second postal mailing followed on March 11. A planned third mailing was not sent because of the COVID-19 pandemic. The sample was a random sample, stratified by state. Small groups, such as constituents in Wyoming, were oversampled. Weighting was used when presenting data to reflect the actual distribution of SLPs in each state based on ASHA’s membership database. The original sample included 4,500 SLPs, with an additional survey returned by an SLP who had removed his identifying number, resulting in a total gross sample of 4,501. Of the original 4,501 SLPs, 17 were retired, 21 were employed in other types of facilities, 16 were not employed in the field, 8 had incorrect addresses, and 2 were ineligible for other reasons, leaving 4,437 possible respondents. The actual number of respondents was 1,779, resulting in a 40.1% response rate. The results presented in this report are based on responses from those 1,779 individuals.

http://www.asha.org/Research/memberdata/Schools-Survey/


10

Supplemental Resources

Additional Information

Thank You

American Speech-Language-Hearing Association. (2002). A workload

analysis approach for establishing speech-language caseload standards

in the school [Position Statement]. www.asha.org/policy/PS2002-00122/

American Speech-Language-Hearing Association. (n.d.-a). Early Intervention.

www.asha.org/practice-portal/professional-issues/early-intervention/

American Speech-Language-Hearing Association. (n.d.-b). Ethics and schools

practice. www.asha.org/slp/schools/prof-consult/EthicsSchoolsPractice/

American Speech-Language-Hearing Association. (n.d.-c). Information for

school-based SLPs. www.asha.org/slp/schools/

American Speech-Language-Hearing Association. (n.d.-d). Interprofessional

education/interprofessional practice (IPE/IPP).

www.asha.org/Practice/Interprofessional-Education-Practice/

American Speech-Language-Hearing Association. (n.d.-e). Recruiting and

retaining qualified school-based SLPs.

www.asha.org/careers/recruitment/schools/

American Speech-Language-Hearing Association. (n.d.-f). Speech-language

pathology assistants [Professional Issues Statement].

www.asha.org/Practice-Portal/Professional-Issues/Speech-Language-

Pathology-Assistants/

American Speech-Language-Hearing Association. (2010a). Roles and

responsibilities of speech-language pathologists in schools [Position

Statement]. www.asha.org/policy/PS2010-00318/

American Speech-Language-Hearing Association. (2010b). Roles and

responsibilities of speech-language pathologists in schools [Professional

Issues Statement]. www.asha.org/policy/PI2010-00317/

American Speech-Language-Hearing Association. (2010c). Working for change:

A guide for speech-language pathologists and audiologists in schools.

www.asha.org/uploadedFiles/Working-Change-Schools-SLPs-

Audiologists-Guide.pdf

If you would like to speak with a member of the ASHA School Services Team

about the survey, please send a message to [email protected] or call ASHA’s

Action Center (800-498-2071) and ask to be connected to a School Services staff

member. To learn more about how the Association is working on behalf of

school-based ASHA Certified Members, visit the ASHA Schools webpages at

www.asha.org/slp/schools/.

ASHA would like to thank the SLPs who completed the 2020 Schools Survey.

Reports like this one are possible only because people like you participate.

http://www.asha.org/policy/PS2002-00122/

http://www.asha.org/practice-portal/professional-issues/early-intervention/

http://www.asha.org/slp/schools/prof-consult/EthicsSchoolsPractice/

http://www.asha.org/slp/schools/

http://www.asha.org/Practice/Interprofessional-Education-Practice/



http://www.asha.org/careers/recruitment/schools/

http://www.asha.org/Practice-Portal/Professional-Issues/Speech-Language-Pathology-Assistants/

http://www.asha.org/Practice-Portal/Professional-Issues/Speech-Language-Pathology-Assistants/

http://www.asha.org/policy/PS2010-00318/

http://www.asha.org/policy/PI2010-00317/

http://www.asha.org/uploadedFiles/Working-Change-Schools-SLPs-Audiologists-Guide.pdf

http://www.asha.org/uploadedFiles/Working-Change-Schools-SLPs-Audiologists-Guide.pdf

mailto:[email protected]

http://www.asha.org/slp/schools/


11

Appendix A

State Listings


12

Regions of the Country

Northeast

Middle Atlantic

o New Jersey

o New York

o Pennsylvania

New England

o Connecticut

o Maine

o Massachusetts

o New Hampshire

o Rhode Island

o Vermont

South

East South Central

o Alabama

o Kentucky

o Mississippi

o Tennessee

South Atlantic

o Delaware

o District of Columbia

o Florida

o Georgia

o Maryland

o North Carolina

o South Carolina

o Virginia

o West Virginia

West South Central

o Arkansas

o Louisiana

o Oklahoma

o Texas

Midwest

East North Central

o Illinois

o Indiana

oo Michigan

o Ohio

o Wisconsin

West North Central

o Iowa

o Kansas

o Minnesota

o Missouri

o Nebraska

o North Dakota

o South Dakota

West

Mountain

o Arizona

o Colorado

o Idaho

o Montana

o Nevada

o New Mexico

o Utah

o Wyoming

Pacific

o Alaska

o California

o Hawaii

o Oregon

o Washington


13

Appendix B

Greatest Opportunities


14

Table B1: Greatest Opportunities, by Facility Type

Q 3. CCC-SLP ONLY. What are your greatest opportunities as a school-based SLP? Select all that apply. (Percentages). Responses were in

alphabetical order on survey instrument.

Analyses limited to respondents who met the following criteria:

❖ CCC-SLP

❖ Clinical service provider

Opportunity

Facility type

Total

(n = 1,497)

Special Day/

Residential

(n ≥ 50)

Preschool

(n ≥ 168)

Elementary

(n ≥ 930)

Secondary

(n = 208)

Combination

(n = 110)

Follow a school schedule 71.3 74.5 64.9 74.2 74.0 60.0

Statistical significance: χ2(4) = 15.0, p = .005, Cramer’s V = .101

Conclusion: There is adequate evidence from the data to say that the responses vary by facility type.

Develop a range of speech-

language skills 70.8 66.7 67.3 75.0 61.5 61.8



Work with children and

families 69.6 70.0 74.0 70.4 57.2 78.2



Collaborate with teachers and

specialized instructional

support personnel (SISP)

68.2 86.3 64.5 68.6 69.7 68.8

Statistical significance: χ2(4) = 9.0, p = .060

Conclusion: There is not enough evidence from the data to say that the responses vary by facility

type.

(Table B1 continues on next page.)


15

Table B1 (Cont’d): Greatest Opportunities, by Facility Type

Q 3. (cont’d) CCC-SLP ONLY. What are your greatest opportunities as a school-based SLP? Select all that apply. (Percentages). Responses

were in alphabetical order on survey instrument.

Analyses limited to respondents who met the following criterion:

❖ CCC-SLP


Opportunity

Facility type

Total

(n = 1,497)

Special Day/

Residential

(n ≥ 50)

Preschool

(n ≥ 168)

Elementary

(n ≥ 930)

Secondary

(n = 208)

Combination

(n = 110)

Impact students with complex

communication needs 61.8 86.3 66.1 59.5 63.9 63.6



Address academic skills (e.g.,

literacy) 44.5 31.4 26.6 46.9 52.9 48.2



Use flexible service delivery

options 38.3 47.1 29.2 36.7 47.1 40.5



Receive adequate salary and

benefits 35.4 39.2 28.0 34.2 48.1 30.9




16

Table B2: Greatest Opportunities, by Geographic Area

Q 3. CCC-SLP ONLY. What are your greatest opportunities as a school-based SLP? Select all that apply. (Percentages). Responses

were in alphabetical order on survey instrument.

Analyses limited to respondents who met the following criterion:

❖ CCC-SLP


Opportunity Total

(n = 1,497)

New

England

(n = 101)

Middle

Atlantic

(n = 304)

East

North

Central

(n = 247)

West

North

Central

(n ≥ 112)

South

Atlantic

(n ≥ 251)

East

South

Central

(n ≥ 62)

West

South

Central

(n ≥ 148)

Moun-

tain

(n ≥ 101)

Pacific

(n ≥ 168)

Follow a school schedule 71.3 67.3 74.0 75.3 69.6 63.3 68.3 77.2 72.5 71.4

Develop a range of speech-

language skills 70.8 67.3 68.4 77.3 73.2 66.1 71.4 67.1 71.3 75.6

Work with children and families** 69.6 60.4 67.8 74.5 79.6 63.7 67.7 75.7 63.7 72.0

Collaborate with teachers and

specialized instructional support

personnel (SISP)

68.2 76.2 72.4 66.0 61.9 64.5 58.1 68.5 65.7 73.2

Impact students with complex

communication needs 61.8 60.4 65.5 66.4 63.4 57.0 68.3 56.4 54.5 61.9

Address academic skills (e.g.,

literacy) *** 44.5 42.6 57.6 43.3 38.4 43.0 41.9 38.3 46.1 35.1

Use flexible service delivery

options*** 38.3 36.6 30.9 47.4 38.1 29.1 38.1 46.3 31.7 49.7

Receive adequate salary and

benefits*** 35.4 31.7 53.6 36.8 28.3 19.4 27.4 25.0 27.7 48.2

Note. CCC-SLP = Certificate of Clinical Competence in Speech-Language Pathology. **p < .01. ***p = .000.


17

Appendix C

Greatest Challenges


18

Table C1: Greatest Challenges, by Facility Type

Q 20. What are your greatest challenges as a school-based professional? Select all that apply. (Percentages) Responses were in alphabetical

order on survey instrument.


❖ CCC-SLP


Challenge

Facility type

Total

(n = 1,497)

Special Day/

Residential

(n ≥ 50)

Preschool

(n ≥ 168)

Elementary

(n ≥ 930)

Secondary

(n ≥ 208)

Combination

(n ≥ 110)

Large amount of paperwork 81.7 72.5 78.1 83.8 84.1 77.3



type.

High workload/caseload size 56.5 35.3 52.4 60.4 50.7 56.8

Statistical significance: χ2(4) = 18.9, p = .001 Cramer’s V = .113


Volume of meetings 53.5 29.4 40.2 58.7 56.7 45.0



Limited time for collaboration 49.7 45.1 42.9 52.5 45.7 48.6



type.


involvement and support 42.7 41.2 41.1 43.8 38.8 47.7



type.

(Table C1 continues on next page.)


19

Table C1 (Cont’d): Greatest Challenges, by Facility Type

Q 20. (cont’d) What are your greatest challenges as a school-based professional? Select all that apply. (Percentages) Responses were in



❖ CCC-SLP


Challenge

Facility type

Total

(n = 1,497)

Special Day/

Residential

(n ≥ 50)

Preschool

(n ≥ 168)

Elementary

(n ≥ 930)

Secondary

(n ≥ 208)

Combination

(n ≥ 110)

Limited understanding of my

role by others 41.4 27.5 30.2 43.6 48.1 36.4



Incorporating optimal service

delivery models 40.7 35.3 43.8 42.0 39.9 34.2



type.

Medicaid billing 37.0 24.0 24.4 41.9 37.0 27.0




expenses 36.2 27.5 32.7 38.7 32.2 37.3



type.



20





❖ CCC-SLP


Challenge

Facility type

Total

(n = 1,497)

Special Day/

Residential

(n ≥ 50)

Preschool

(n ≥ 168)

Elementary

(n ≥ 930)

Secondary

(n ≥ 208)

Combination

(n ≥ 110)

Budget constraints 32.1 33.3 32.7 31.9 32.2 34.2



type.



programs

31.2 33.3 30.4 31.6 32.2 27.0



type.

Low salary 30.1 27.5 26.8 31.9 23.1 35.5



type.


facilities 29.9 39.2 44.6 25.7 30.6 37.3





21





❖ CCC-SLP


Challenge

Facility type

Total

(n = 1,497)

Special Day/

Residential

(n ≥ 50)

Preschool

(n ≥ 168)

Elementary

(n ≥ 930)

Secondary

(n ≥ 208)

Combination

(n ≥ 110)

Personnel shortage 24.1 21.6 23.2 25.4 19.1 28.2



type.


administration 23.7 31.4 24.9 23.0 23.1 26.4



type.

Lack of training to work with

specific disorders or special

populations

22.0 13.7 17.9 23.5 21.6 18.9



type.



22





❖ CCC-SLP


Challenge

Facility type

Total

(n = 1,497)

Special Day/

Residential

(n ≥ 50)

Preschool

(n ≥ 168)

Elementary

(n ≥ 930)

Secondary

(n ≥ 208)

Combination

(n ≥ 110)


process) 12.2 13.7 7.7 12.0 17.8 11.8



type.

Ethical challenges 12.0 21.6 6.0 11.9 14.4 12.6




schools 11.0 13.7 14.3 10.3 6.2 19.8




23

Table C2: Greatest Challenges, by Geographic Area

Q 20. What are your greatest challenges as a school-based professional? Select all that apply. (Percentages) Responses were in



❖ CCC-SLP


Response Total

(n = 1,497)

New England (n ≥ 101)

Middle

Atlantic (n = 304)

East

North

Central (n ≥ 247)

West

North

Central (n ≥ 112)

South

Atlantic (n ≥ 251)

East

South

Central (n ≥ 62)

West

South

Central (n ≥ 148)

Moun-

tain (n ≥ 101)

Pacific (n ≥ 168)

Large amount of paperwork 81.7 78.2 77.3 83.4 80.5 84.9 93.7 83.9 83.3 78.0

High workload/caseload size*** 56.5 47.5 46.4 57.9 50.4 56.6 66.7 66.2 64.4 65.5

Volume of meetings*** 53.5 63.4 31.3 59.3 45.5 63.3 68.3 58.8 53.5 60.1

Limited time for collaboration** 49.7 57.8 58.6 47.0 52.2 43.8 49.2 48.0 42.2 45.8


involvement and support* 42.7 36.6 43.4 47.8 46.4 38.6 55.6 46.6 37.3 36.3

Limited understanding of my role

by others 41.4 40.6 43.1 36.4 41.6 43.8 49.2 43.6 36.3 40.5

Incorporating optimal service

delivery models 40.7 52.0 39.5 41.3 37.2 34.9 38.1 41.6 46.1 43.5

Medicaid billing*** 37.0 39.6 32.9 41.7 31.9 47.8 27.4 38.5 36.3 26.2


expenses 36.2 36.6 39.5 35.2 24.1 33.5 41.9 40.5 39.6 35.1

Budget constraints 32.1 43.6 31.3 30.4 28.3 32.7 22.6 38.5 28.7 29.8



programs*

31.2 41.6 29.3 27.4 32.1 33.1 23.8 39.6 25.7 29.6

Low salary*** 30.1 25.5 25.7 25.5 26.5 41.4 40.3 41.6 32.4 17.9


facilities** 29.9 35.6 36.8 31.2 30.1 20.3 31.7 26.2 23.5 33.3



24

Table C2 (Cont’d): Greatest Challenges, by Geographic Area




❖ CCC-SLP


Response Total

(n = 1,497)

New England (n ≥ 101)

Middle

Atlantic (n = 304)

East

North

Central (n ≥ 247)

West

North

Central (n ≥ 112)

South

Atlantic (n ≥ 251)

East

South

Central (n ≥ 62)

West

South

Central (n ≥ 148)

Moun-

tain (n ≥ 101)

Pacific (n ≥ 168)

Personnel shortage*** 24.1 27.5 11.2 26.2 22.1 26.6 25.4 37.6 25.5 27.4


administration** 23.7 24.8 32.2 23.9 19.5 19.1 19.4 20.8 15.8 26.2

Lack of training to work with

specific disorders or special

populations

22.0 28.4 23.7 19.4 21.4 24.3 20.6 14.8 23.5 22.5


process)*** 12.2 11.9 9.2 6.9 6.3 13.1 9.7 14.9 13.7 25.0

Ethical challenges* 12.0 17.8 16.1 11.3 7.1 13.1 12.9 8.8 5.9 9.5

Travel/distance between schools 11.0 10.9 13.5 11.3 12.5 7.6 11.3 12.1 4.9 12.5

Note. CCC-SLP = Certificate of Clinical Competence in Speech-Language Pathology. *p <.05. **p < .01. ***p = .000.


25

Table C3: Greatest Challenges, by Population Size

Q 20. What are your greatest challenges as a school-based professional? Select all that apply. (Percentages) Responses were in



❖ CCC-SLP


Response Total

(n = 1,497)

City/Urban

(n ≥ 495)

Suburban

(n ≥ 687)

Rural

(n ≥ 299)

Large amount of paperwork 81.7 82.3 82.1 79.9

High workload/caseload size 56.5 57.1 56.0 56.7

Volume of meetings 53.5 50.0 56.3 54.2

Limited time for collaboration 49.7 47.8 52.1 48.0

Limited family/caregiver involvement and support*** 42.7 48.0 34.5 52.5

Limited understanding of my role by others* 41.4 46.4 38.7 39.8

Incorporating optimal service delivery models 40.7 39.7 42.9 37.3

Medicaid billing* 37.0 32.1 39.3 40.8

Out-of-pocket professional expenses 36.2 37.3 36.1 34.1

Budget constraints* 32.1 33.9 28.8 36.5

Lack of funding to attend professional development

programs 31.2 30.8 32.8 28.4

Low salary* 30.1 26.3 29.7 35.5

Inadequate work space and facilities 29.9 32.3 28.5 29.4

Personnel shortage* 24.1 23.6 22.3 30.0

Limited support from the administration 23.7 27.4 22.1 21.3



26

Table C3 (Cont’d): Greatest Challenges, by Population Size

Q 20. (cont’d) What are your greatest challenges as a school-based professional? Select all that apply. (Percentages) Responses were

in alphabetical order on survey instrument.


❖ CCC-SLP


Response Total

(n = 1,497)

City/Urban

(n ≥ 495)

Suburban

(n ≥ 687)

Rural

(n ≥ 299)

Lack of training to work with specific disorders or special

populations 22.0 23.2 21.7 21.3

Legal challenges (e.g., due process)*** 12.2 11.9 15.1 6.0

Ethical challenges 12.0 12.7 12.5 10.0

Travel/distance between schools*** 11.0 11.7 7.9 16.4

Note. CCC-SLP = Certificate of Clinical Competence in Speech-Language Pathology. *p < .05. ***p = .000.


27

Table C4: Greatest Challenges, by Years of Experience in the Schools




❖ CCC-SLP


Response Total

(n = 1,497)

Years of Experience

1–5

(n ≥ 307)

6–10

(n ≥ 344)

11–15

(n ≥ 241)

16–20

(n = 239)

21–25

(n ≥ 147)

26–30

(n ≥ 96)

> 30

(n = 104)

Large amount of paperwork 81.7 79.5 82.3 78.4 85.4 81.8 85.4 83.7

High workload/caseload size 56.5 60.3 60.6 56.0 52.3 57.4 49.5 50.0

Volume of meetings 53.5 56.0 54.7 56.4 54.4 54.7 42.7 45.2

Limited time for collaboration 49.7 45.5 48.1 49.6 53.1 50.3 54.2 53.8

Limited family/caregiver involvement and

support** 42.7 49.5 48.5 40.2 37.7 35.4 38.5 39.0

Limited understanding of my role by others*** 41.4 59.0 44.9 39.4 34.7 32.0 22.9 30.8

Incorporating optimal service delivery models 40.7 45.3 39.8 40.5 42.3 40.8 30.2 40.0

Medicaid billing** 37.0 33.1 33.0 35.7 37.7 49.0 47.9 40.4

Out-of-pocket professional expenses* 36.2 42.0 38.6 32.8 37.2 35.4 22.7 29.5

Budget constraints 32.1 29.5 35.8 33.6 35.6 29.3 31.3 23.1

Lack of funding to attend professional

development programs 31.2 25.3 31.4 36.0 31.8 35.8 29.9 30.8

Low salary*** 30.1 47.4 36.5 24.1 20.5 27.7 15.6 12.5

Inadequate work space and facilities 29.9 36.2 31.7 25.7 25.1 28.6 30.2 31.7

Personnel shortage 24.1 28.6 25.3 22.8 22.6 25.2 21.6 17.3



28

Table C4 (Cont’d): Greatest Challenges, by Years of Experience in the Schools




❖ CCC-SLP


Response Total

(n = 1,497)

Years of Experience

1–5

(n ≥ 307)

6–10

(n ≥ 344)

11–15

(n ≥ 241)

16–20

(n = 239)

21–25

(n ≥ 147)

26–30

(n ≥ 96)

> 30

(n = 104)

Limited support from the administration* 23.7 30.9 24.3 21.2 20.9 24.3 16.5 22.1

Lack of training to work with specific

disorders or special populations** 22.0 26.1 25.9 22.8 18.8 17.7 14.6 12.5

Legal challenges (e.g., due process)** 12.2 15.3 15.9 7.1 11.3 11.5 12.4 5.8

Ethical challenges* 12.0 15.3 13.3 12.8 8.4 15.0 5.2 6.7

Travel/distance between schools* 11.0 14.9 12.2 11.2 9.6 5.4 7.3 6.7

Note. CCC-SLP = Certificate of Clinical Competence in Speech-Language Pathology. *p < .05. **p < .01. ***p = .000.


29

Table C5: Greatest Challenges, by Years of Experience in the Profession




❖ CCC-SLP


Response Total

(n = 1,497)

Years of Experience

1–5

(n ≥ 219)

6–10

(n ≥ 293)

11–15

(n ≥ 217)

16–20

(n ≥ 236)

21–25

(n ≥ 186)

26–30

(n = 131)

> 30

(n ≥ 179)

Large amount of paperwork 81.7 77.6 83.0 81.7 86.4 82.4 80.9 78.9

High workload/caseload size 56.5 60.5 62.8 56.0 57.6 54.0 49.6 52.5

Volume of meetings* 53.5 59.1 52.7 51.8 55.7 59.7 48.1 45.3

Limited time for collaboration 49.7 45.7 51.7 45.9 49.8 49.2 51.9 50.8

Limited family/caregiver involvement and

support*** 42.7 50.9 51.2 39.0 39.4 33.3 42.0 38.5

Limited understanding of my role by others*** 41.4 60.7 48.1 42.4 38.6 36.0 23.7 27.8

Incorporating optimal service delivery models 40.7 47.0 41.6 39.0 42.4 43.5 31.3 38.0

Medicaid billing* 37.0 35.2 34.0 29.4 36.4 42.5 48.1 38.5

Out-of-pocket professional expenses** 36.2 44.1 41.8 29.4 36.9 31.6 33.6 30.6

Budget constraints 32.1 30.9 38.8 28.0 33.1 31.0 31.3 28.3

Lack of funding to attend professional

development programs 31.2 25.9 35.0 30.7 28.8 33.2 32.8 32.4

Low salary*** 30.1 51.6 40.8 24.8 23.7 27.3 17.6 15.6

Inadequate work space and facilities* 29.9 36.4 32.3 24.3 22.9 32.1 33.6 31.7

Personnel shortage* 24.1 31.8 25.6 23.9 24.6 21.0 22.9 15.6



8/11/20 30

Table C5 (Cont’d): Greatest Challenges, by Years of Experience in the Profession




❖ CCC-SLP


Response Total

(n = 1,497)

Years of Experience

1–5

(n ≥ 219)

6–10

(n ≥ 293)

11–15

(n ≥ 217)

16–20

(n ≥ 236)

21–25

(n ≥ 186)

26–30

(n = 131)

> 30

(n ≥ 179)

Limited support from the administration** 23.7 32.7 28.7 18.8 20.8 21.4 19.1 21.2

Lack of training to work with specific

disorders or special populations*** 22.0 29.5 29.4 24.3 17.4 16.6 16.8 12.8

Legal challenges (e.g., due process)*** 12.2 15.9 19.8 8.3 12.2 9.1 9.9 6.7

Ethical challenges 12.0 15.5 14.3 11.5 10.2 12.4 8.4 10.1

Travel/distance between schools* 11.0 16.8 11.9 12.8 8.5 8.0 9.9 7.8

Note. CCC-SLP = Certificate of Clinical Competence in Speech-Language Pathology. *p < .05. **p < .01. ***p = .000.

2020 schools survey: slp workforce and work conditions

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